20120118 4th JC Physics IPSG Sharing Promoting independent learning in the topicof Gravitation using Easy-Java Simulations

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Briefing Document: 4th JC Physics IPSG Sharing & Open Source Physics Resources

Date: October 25, 2024 (Based on the last updated date of the website provided, 2025, which seems to be an error as the events referred to happened in 2012. Therefore, this document is being prepared in the present.) Subject: Review of the 4th JC Physics IPSG Sharing and related Open Educational Resources (OER) and Open Source Physics (OSP) initiatives.

1. Overview of the 4th JC Physics IPSG Sharing (Jan 18, 2012)

Purpose: The Instructional Programme Support Group (IPSG) sharing was designed as a platform for physics teachers from different junior colleges (JC) to network, share resources, and discuss good teaching practices. The 4th event was held at Anderson Junior College.
Focus on Gravitation: One key session focused on "Promoting independent learning in the topic of Gravitation using Easy-Java Simulations."
Challenges in Teaching Gravitation: The session acknowledged the difficulty students have in grasping gravitation concepts because they "are not able to 'see' the gravitational field and forces acting on huge masses like planets," and it is challenging to demonstrate these effects with standard lab equipment.
ICT Integration: The solution presented involved using Easy-Java Simulations (EJS) to enhance understanding. Four simulations were modified and integrated into the curriculum.
Independent Learning: The simulations were designed to promote independent exploration by students, guided by specific instructions and questions. This was followed by collaborative classroom discussions.
Pilot Study: A pilot study was conducted with a JC1 class in July 2011. While student feedback was positive, there was "no significant improvement in assessment grades". This suggests that while engaging, further improvements in integrating simulations are needed.
Links to Simulations: The document provides links to various Java applets hosted on the NTNU Java Virtual Lab, focusing on gravitational fields, potentials, geostationary satellites, and Kepler's laws.
Resource Sharing: The website provides download links to the modified Java simulations and a PowerPoint presentation about learning Gravitation using these simulations.

2. Key Themes and Pedagogical Approaches:

Active and Inquiry-Based Learning: The emphasis is on moving beyond passive learning to engage students actively through simulations, real-world scenarios, and hands-on projects.
Use of Technology for Conceptual Understanding: The event and resources showcase the use of simulations (EJS applets), video analysis (Tracker software), and classroom response systems (clickers) to visualize and interact with abstract physics concepts.
Contextual Learning: The use of real-world videos and student-created projects aims to make physics more relevant and interesting by showing its practical applications.
Independent Exploration: By using tools like simulations, students can independently explore concepts and reinforce their learning, before coming together for collaborative discussion. This promotes active learning and deeper understanding.
Collaborative Learning: Classroom discussions and group projects are used to consolidate learning and encourage peer interaction.
Teacher Development: The event highlights the importance of equipping teachers with resources and confidence to use technology effectively in the classroom and to build their own custom simulations.

3. Specific Resources and Tools:

Easy-Java Simulations (EJS): A key tool for creating interactive simulations that allows students to explore physics phenomena (particularly in the topic of gravitation) in a visual and engaging way. It also allows customization and development of new models.
Tracker Video Analysis Software: This software allows teachers and students to analyze real-world videos, superimposing physics models and data onto video clips to understand concepts like projectile motion, kinematics, and Newton's laws. As the document says, "Suddenly, Physics becomes immediately relevant (and hence interesting!) because students are no longer solving problems on paper, but rather, they are using Physics concepts to understand a real-world phenomena that just happened in front of them."
Classroom Response Systems (Clickers): Used to promote active learning and formative assessment in real time and promote discussion, allowing teachers to gauge understanding quickly.
Hands-on Projects: Examples like the student projectile launcher project demonstrate a shift towards practical applications of physics concepts. As the document says, "Most students enjoyed the process of making and testing their launchers. They discovered practical constraints as they developed their launchers and find ways to mitigate these constraints."
CRADLE (Centre for Research and Applied Learning in Science): A teaching and research lab at the Science Centre Singapore which offers resources and expertise for hands-on science experiments. This aims to support both teachers and students through access to better laboratory equipment and also to understand how the tools and experiments work.

4. Other Important Points:

Open Educational Resources (OER): The document is a testament to the use of OER with all the simulations and resources being available for other teachers. The use of EJS and JavaScript enables the models to be shared, customized, and used on different hardware.
Emphasis on Hands-On Learning: The document mentions a key tenet that practical application is "key for progressing from memorisation to understanding,"
Teacher Training and Support: CRADLE aims to "be a training and development platform for teachers who want to gain more confidence and skills in bringing hands-on science to the classroom and their school labs with a minimum of resources."
Public Service Recognition: The inclusion of awards highlights the impact of the work being done in Singapore. It also highlights the adoption of open educational resources as a positive aspect of public service.
Diverse Range of Topics and Simulations: The website includes a wealth of simulations for a very broad range of physics concepts, from radioactivity and electromagnetism to mechanics, oscillations, and even thermodynamics.

5. Key Quotes:

On the challenges of teaching Gravitation: "Gravitation is one of the topics that are more difficult for students to understand well, as they are not able to 'see' the gravitational field and forces acting on huge masses like planets..."
On the effectiveness of video-based teaching: "Suddenly, Physics becomes immediately relevant (and hence interesting!) because students are no longer solving problems on paper, but rather, they are using Physics concepts to understand a real-world phenomena that just happened in front of them."
On the benefits of project based learning: "Most students enjoyed the process of making and testing their launchers. They discovered practical constraints as they developed their launchers and find ways to mitigate these constraints."
On the importance of hands-on learning: "Practical application of physical concepts is key for progressing from memorisation to understanding."

6. Conclusion

The 4th JC Physics IPSG Sharing was a significant event showcasing innovative approaches to physics education using technology and hands-on learning. The resources provided, particularly the Easy-Java Simulations and video analysis tools, provide powerful methods for engaging students and promoting a deeper understanding of challenging concepts. The initiative also highlights the growing importance of teacher training and the use of open educational resources in the field of physics education.

This briefing document provides a comprehensive overview of the material presented in the source.

4th JC Physics IPSG Sharing Promoting independent learning in the topicof Gravitation using Easy-Java Simulations

4th JC Physics IPSG Sharing sign up

abstract submitted by jimmy!

4th Physics IPSG Sharing
The objective of the Instructional Programme Support Group (IPSG) Sharing is to provide a platform for teachers from different junior colleges to network as well as to share resources and good teaching practices. The 3rd IPSG Sharing was held at Anglo-Chinese Junior College and was attended by more than 200 teachers.
The 4th Physics IPSG Sharing will be held on 18 January 2012 at Anderson Junior College.We have a session too, thanks to Jimmy!
Time: 4.00 – 5.00 pm
Code: STR_114
Category: Teaching Strategies
Format: Workshop
Promoting independent learning in the topic of Gravitation using Easy-Java Simulations
Jimmy Goh Giam Hwee, Tan Hao Kai, Wee Loo Kang, Yishun Junior College and Educational Technology Division
Gravitation is one of the topics that are more difficult for students to understand well, as they are not able to "see" the gravitational field and forces acting on huge masses like planets and it is not easy to demonstrate gravitation effect on small masses using apparatus in school laboratory.
To improve students‟ understanding of specific concepts in Gravitation, four easy-java simulations were modified, with the help of an Educational Technology Division (ETD) officer, and incorporated into existing set of tutorial questions at specific junctures. Guiding instructions and questions were designed to help students explore the simulations independently before they consolidate their learning collaboratively through classroom discussion.
A pilot study of this ICT lesson package was conducted with one of the JC1 classes in July 2011. The feedback from students was generally positive, although there was no significant improvement in assessment grades.full abstract here
http://physicsipsg.files.wordpress.com/2011/10/concurrent-session-3-2011.pdflatest simulation are always hosted in NTNU Java Virtual Lab. http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=28.0

Hao Kai sharing on
Ejs Open Source Gravitational Field & Potential of 2 Mass Java Applet http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1921.0

Ejs Open Source Gravitational Field & Potential of 2 Mass Java Applet http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1921.0

Ejs Open Source Gravitational Field & Potential of Earth and Moon Java Applet http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1924.0

Thanks to SSOE agility, there was no Java 3D installed in AJC schools SSOE laptops, with Hao Kai sharing on
Ejs Open Source Geostationary Satellite around Earth Java Applet http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1877.0.

Ejs Open Source Geostationary Satellite around Earth Java Applet http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1877.0

Hao Kai sharing on
Ejs Open Source Kepler 3rd Law System Model Java Applet http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2225.0

Ejs Open Source Kepler 3rd Law System Model Java Applet http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2225.0mirror here for ease of downloading for sharing.https://sites.google.com/site/lookang/gravity-yjc
ejs_users_sgeducation_lookang_EarthAndSatelite04.jar
View  Download
ejs_users_sgeducation_lookang_GField_and_Potential_1D_v2wee.jar
View  Download
ejs_users_sgeducation_lookang_GFieldandPotential1Dv2EarthMoonwee.jar
View  Download
ejs_users_sgeducation_lookang_KeplerSystem3rdLaw01.jar
View  Download
Learning Gravitation by inquiry using Easy-Java-Simulation.ppt
View  Download

jimmy sharing

Dear Physics colleagues,1. Registration for the 4th Physics IPSG Sharing to be held at AJC
on 18th Jan 2012 has commenced. You may register for the various
concurrent sharing sessions online through the following link -
http://physicsipsg.wordpress.com.2. As registration is on a first-come-first-served basis, please
sign up early to avoid disappointment. The system will not allow you
to sign up for a particular session once the maximum capacity has been
reached. You will then have to select another session which is still
available.3. The deadline for registration is 11th Jan 2012.Looking forward to seeing all of you at the 4th Physics IPSG Sharing!
Best regards,

17January 2012

Dear Participants,

Welcome to the 4th IPSG JC Physics Sharing @ AJC.

As we are also hosting the North Zone GP Symposium on the same day, we are expecting many visitors to AJC. We therefore urge you to use the public transport or to car pool. If you are driving, you can also park at the HDB car park just across the road from AJC if our car park is full. The nearest MRT station is Yio Chu Kang station (within walking distance from AJC). Please refer to the attached map.

I will appreciate it very much if you can be seated in the Auditorium by 1.55pm. The session will start at 2pm.

View Larger Map

interesting lesson study, can i join?

Centre for Research and Applied Learning in Science (CRADLE) project, i cannot find the website on google search.

i managed to sit in for Samuel Ooi Junwei's Tracker sharing :)
Time: 2.30 – 3.00 pm Code: STR_107 Category: Teaching Strategies Format: Seminar
Video-based Physics Teaching: Using authentic real-world scenarios to engage students
Samuel Ooi Junwei, National Junior College

Time: 2.30 – 3.00 pm Code: STR_107 Category: Teaching Strategies Format: Seminar
Video-based Physics Teaching: Using authentic real-world scenarios to engage students
Samuel Ooi Junwei, National Junior College

How do we prepare meaningful resources that make learning authentic for our students? In this seminar, I will share my successful experiences and resources on how to engage students by using video-based teaching. Let me give an example of this teaching strategy.
In class, a student is filmed launching a ball in projectile motion. This is recorded in real-time using a handphone camera and in less than a minute, a video can be produced showing the velocity, acceleration, and force vectors superimposed on the actual video itself. We can even plot the actual displacement/velocity/acceleration graphs immediately.
This video can then be used to scaffold students on concepts involving Free Body Diagrams, Kinematics and Newton's Laws. Suddenly, Physics becomes immediately relevant (and hence interesting!) because students are no longer solving problems on paper, but rather, they are using Physics concepts to understand a real-world phenomena that just happened in front of them.
A free motion-tracking software is used to superimpose Physics Dynamics models on real world video clips. You can even use videos from Youtube instead of recording them yourself. This video-based approach helps students see the world in a different light by connecting abstract Physics concepts to actual real-world scenarios they can see and observe. After gaining such exposure, students will eventually learn how to use Physics concepts not only to score well in exams, but also to better appreciate and understand the world around them. And this is, of course, what learning Physics is all about.Time: 2.30 – 3.00 pm Code: STR_108 Category: Teaching Strategies Format: Seminar
Making teaching Physics with clickers click
Lau Chor Yam, Darren Wong, National Institute of Education
We will demonstrate the effective use of classroom response systems (clickers) to promote active learning and formative assessment in our physics classrooms. Useful tips on how to make the teaching with clickers “click” will be shared, with examples and results from our own teaching.

clicker is good, wonder if google form can do the job for free?

always a good idea to demo the real thing, nice!

Time: 3.10 – 3.40 pm Code: HND_106 Category: Hands-On/ Experiments Format: Seminar
Student Projectile Launcher Project
Pek Peng Kiat, Lim Li Chen, NUS High School of Math and Science
The projectile launcher project is an alternative assessment given to year three students taking the Mechanics module. The objective is to provide students with an interesting means to apply the Physics concepts, in particular 2-D kinematics, and experimentation skills.
Teams consisting of 3 to 4 students are required to build a launching device for a standard projectile (golf ball). The launching device must propel the golf ball to one of four possible target areas. In addition, the golf ball must first clear a 80 cm barrier which is placed between the launcher and the target area. Two targets will be chosen for evaluation. The teams will test their launchers during practical. In addition, each team is required to submit a 1-page write-up of their learning journey.
Most students enjoyed the process of making and testing their launchers. They discovered practical constraints as they developed their launchers and find ways to mitigate these constraints.

nice lesson to build a machine

spring projectile motion device built by students, great job!

gas pressure projectile motion device built by students, great job!

Time: 3.10 – 3.40 pm Code: OTH_105 Category: Others Format: Seminar
CRADLE – A multi-pronged approach to hands-on learning
Wulf Hofbauer, Lim Tit Meng, Science Centre Singapore
Practical application of physical concepts is key for progressing from memorisation to understanding. “Getting one's hands dirty” can also make the difference between passive consumption of an abstract, dry subject and a captivating active journey of discovery. However, hands-on activities require resources (equipment, time and expertise) that often may prevent their adoption in the classroom.
The Centre for Research and Applied Learning in Science (CRADLE) is a new teaching and research lab at Science Centre Singapore that aims to address this problem, focusing initially on physical sciences. Combining experienced scientists and educators, CRADLE not only provides an avenue for conducting experiments, but also to learn about the experimental setup itself (the “engineering”) which helps to understand and reinforce applied science concepts. By not just teaching isolated science facts, but also the practical use of real-world scientific tools and techniques, participants are enabled to build on and go beyond canned experiments, ultimately leading to the competence and skills to make use of CRADLE's resources for independent research projects.
CRADLE also strives to address multiple target audiences: While one focus is to provide a teaching and research lab for pre-university (upper secondary/JC) students, another goal is to be a training and development platform for teachers who want to gain more confidence and skills in bringing hands-on science to the classroom and their school labs with a minimum of resources.

Wulf Hofbauer, can't seem to find his website

update : 27 January 2012

letter of appreciation for 4th IPSG (instructional programme support group) from Deputy Director Sciences

FAQ: Educational Innovations in Physics Teaching

Why is the topic of gravitation considered difficult for students, and how can technology help address this?
Gravitation is often challenging for students because they cannot directly perceive gravitational fields and forces, especially those acting on massive objects like planets. Furthermore, demonstrating gravitational effects on smaller, more accessible masses in a typical school laboratory is often difficult. Educational technologies, specifically Easy-Java Simulations (EJS), address this by allowing students to visualize these abstract concepts. These simulations provide interactive models that enable students to explore and understand gravitational forces, fields, and potentials in ways that traditional methods often cannot, fostering a deeper understanding through visual representation and direct manipulation.
How were Easy-Java Simulations (EJS) integrated into the teaching of gravitation?
EJS simulations were modified and incorporated into existing sets of tutorial questions at specific junctures within the lesson plan. These simulations were not simply passive demonstrations but were designed to encourage independent learning. Guiding instructions and questions were provided to direct students' exploration of the simulations. Students used the simulations to explore concepts independently before collaboratively consolidating their learning through classroom discussions. This approach combines the benefits of both self-guided discovery and peer interaction to solidify understanding.
What evidence suggests that using simulations is effective for physics instruction?
While the initial pilot study mentioned in the source did not show a statistically significant improvement in assessment grades, the feedback from students was generally positive. This suggests that the simulations are engaging and may help students understand the concepts on a deeper level, even if not immediately reflected in test scores. The use of simulations is part of a broader effort to make physics more visual and interactive, supporting different learning styles and improving engagement, which is believed to foster conceptual understanding and critical thinking skills in the long term.
Besides simulations, what other technological tools and strategies are being employed to enhance physics education?
Besides simulations, several other tools and strategies are being employed. These include:

Video-based Teaching: Using real-world scenarios filmed by students and then analyzed using motion tracking software to visualize physics concepts, thereby making learning more relevant and engaging.
Classroom Response Systems (Clickers): Facilitating active learning and formative assessments through interactive quizzes and polls during lessons. The question of whether Google Forms can perform the same role for free is also raised.
Motion Tracking Software: Allows for video analysis and the superimposition of physics models, making the subject more relevant by illustrating concepts with real-world scenarios.
Project-based learning: Giving students the opportunity to build devices like projectile launchers to apply what they are learning about 2-D kinematics.

What is the role of hands-on learning in physics education, and how is it being supported? Hands-on learning is considered crucial for progressing from memorization to understanding. However, resources such as equipment, time and expertise can hinder its adoption. The Centre for Research and Applied Learning in Science (CRADLE) addresses these issues by providing a lab with experienced scientists and educators to support experimentation and practical application of physics principles. CRADLE is also focused on teaching the "engineering" of the experimental setup itself, which helps to reinforce the concepts and provides opportunities for students to engage in independent research projects. CRADLE seeks to support both teachers, in gaining skills and confidence for their classrooms, and students.
What is the purpose of the Instructional Programme Support Group (IPSG) Sharing, and how does it benefit teachers?
The IPSG Sharing provides a platform for physics teachers from different junior colleges to network, share resources, and exchange best teaching practices. These events help teachers stay up-to-date with the latest educational tools and methods, such as those involving technology, and promotes collaboration and continuous improvement in teaching methodologies. It gives teachers access to new innovations that they may otherwise not know about.
What specific physics topics are covered by the open educational resources (OER) mentioned in the source?
The OER encompasses a wide range of topics, including:

Gravitation (including gravitational fields and potentials)
Kinematics (both 1D and 2D motion)
Projectile motion
Circular motion
Oscillations (e.g., Pendulum)
Electromagnetism (e.g. magnets falling through solenoids, motors, generators)
Atomic and Nuclear physics (e.g. radioactive decay, Rutherford's atomic model, X-ray spectrum)
Waves (e.g. sound, light, ripple tank)
Thermodynamics (e.g. Brownian motion)
And many more topics from both Secondary and Pre-University levels. These are provided through JavaScript HTML5 simulations, applets, and other tools.

How is Open Source Physics being promoted and recognized in Singapore?
Open Source Physics (OSP) is a key focus, as indicated by the various awards, workshops, and projects detailed in the source. OSP tools are used in many of the teaching innovations listed, and the resources are shared through the Open Educational Resources / Open Source Physics @ Singapore portal. The success of OSP in the education system has been recognized with awards and funding by the Ministry of Education and other institutions. Many workshops and talks, with well known names in the field like Wolfgang Christian and Francisco Esquembre, further show the dedication to this approach in physics education.